In infants’ school I remember being taught to write neatly. Servicably. We copied letter-forms. As we matured, certain pupils were singled out for approval and the rest of the class fell in with their styles. The Debbie – slanting copperplate. The Elizabeth – small and round. The Katie – wide and loopy.

Seeing this, I chose to invent my own.

I don’t know why. Perhaps because we spent most of our time all writing the same thing. Copying from the blackboard, taking dictation, answering questions – 20 girls all processing the same words and thoughts. I must have decided I had to do it differently.

I experimented with letter-shapes. One week, ys and gs might curl under the line in luxuriant loops. The next they would be jagged reversed lightning bolts. I might team this with a Debbie cursive slope for a while, enjoying the clash of styles. All possible Greek letters were tried, and for a while all Rs were small capitals (very time-consuming, so not practical).

Teachers grumbled about neatness and legibility. I thought they needed to be more open minded, although I realise now they probably just wanted to get through a pile of marking.

Fascinated by a computerish font on the back of a sci-fi novel, I tried to emulate that.

Serifs were another passing phase, too fiddly for everyday use. An American girl arrived at the school who dotted her ‘i’s with a little bubble. A teacher told her off for it in front of everyone. Outraged, I adopted it immediately.

This makes me sound like a rebel. I wasn’t. You couldn’t have pointed to a more obedient pupil. I wanted a hassle-free life, even if the rules were bewilderingly dumb. But no matter how often I was penalised for eccentric letters or lack of neatness, I couldn’t toe that line. My identity on the page was not the teachers’ business. It was a sacred search for originality in world where everything else was repetition and regurgitation.

Freedom – or not

At least English allowed us to express ourselves.

In the middle school, that changed too.

One day we were discussing exams, and how to tackle the essay question options – factual, debate, true-life account, story prompt. ‘You mustn’t pick the story prompt,’ said the teacher. ‘They’re very hard. From now on, we won’t do them.’

This was ludicrous. I always, without hesitation, picked the story. I got high marks. (And I bet I wasn’t the only one.)

I didn’t want to write an account of a holiday or discuss the popularity of the motor car. Not when I was being invited to finish the story that started ‘I should never have gone for that bicycle ride…’ And if no one did these essays well, should we not be taught to do them better?

This was my second great disobedience. I carried on choosing the story option, as I always had. Again there were grumbles but it did me well enough at O level, if A is a respectable grade.

Manifesto for a creative mind

These tiny rebellions gave me habits that I now realise are essential to the creative nature, whether our weapon of choice is art, music, writing (or handwriting). This is how we do what we do.

We will not accept the ordinary

We dig for the remarkable in the everyday

We ignore what everyone else is looking at and peer around the corners instead